The rapidly changing world poses new challenges to the education system, school, teachers and society. In the ‘The State Progress Strategy 'Lithuania 2030' as one of the top priority spheres during the next two decades are indicated an intelligent society, providing it with vast possibilities to learn, integrate and compete in the international space.  Pre-service teachers’ training as well as the other spheres has to correspond needs of constantly changing society. Currently Lithuania is in the stage of transition. Senge (2000) and other authors note, that the progress of society and educational system are immediately concerned. Therefore in order to seek for society that is civically active, proactive and creative, the key role falls on education. While educational paradigm in Lithuania is shifting from classical one to a liberal education, the need to review teacher training arises.

Studies (Lortie, 1975; Comeaux, 1991; Carderhead, 1991) proved that pre-service teachers’ knowledge about how to teach and teaching in general are strongly related to pre-service teachers’ experiences gained while spending time with pupils in general education schools. Loughran J. (2007) argued that students, who enter into pre-service teachers training programmes, have strong images of teaching that could be well formed. Therefore they are confronted by a new set of demands as they begin their journey to the “other side of the desk” (Loughran, 2007). On the basis of these studies it could be stated that it is necessary to create pre-service teachers an opportunity to deal with different teaching styles, while reflecting their experience and practically applying knowledge in different environments (schools).  Kosnik C., Beck C. (2009) note that one of the 7 key elements of pre-service teacher preparation is educational philosophy and this subject must become an integral part of teacher training programmes. 

The aim is to reveal theoretical and practical dimensions of pre-service teachers’ identity with the philosophical conception of education. 

1. Hargreaves A., Fullan M. (2012). Professional Capital: Transforming Teaching in Every School. New Yourk: Routledge. P. 5 2. Johns, C. (2000) Becoming a Reflective Practitioner: a reflective and holistic approach to clinical nursing, practice development and clinical supervision. Oxford: Blackwell Science. 3. Kosnik, C., & Beck, C. (2009). Priorities in Teacher Education: the 7 key Elements of Pre-Service Preparation. London and New York: Routledge. 4. Lithuanian State Education Strategy for 2013-2022. (2013). Retrieved from: https://www.e-tar.lt/portal/legalAct.html?documentId=b1fb6cc089d911e397b5c02d3197f382 5. Bruzgelevičienė, R. T. (2013). The tendencies of future Educators’ Identification with an Educational Paradigm // Pedagogika: Research Papers, Vol. 109, p.p. 49-56. 6. Loughran, J. (2007). Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. London and New York: Rotledge.